THE SCHOLARLY CONCENTRATION PROGRAM OVERVIEW

http://med.stanford.edu/md/curriculum/scholarly_concentrations

2014.03.19

SCHOLARLY CONCENTRATION PROGRAM The Scholarly Concentration (SC) program provides medical students with faculty-mentored scholarly experiences in areas of individual interest combined with structured coursework to support this scholarship. This required component of the MD curriculum develops critical thinking, skills in evaluating new data, and hands-on experience with the methods by which new scholarly information is generated. The SC program offers 14 areas of study, including Foundation areas and Application areas. The typical SC program of study consists of work in one Foundation area and one Application area. There are eight Foundation areas, designed to develop skills and tools that can be applied to important problems in health care: • Bioengineering

• Biomedical Ethics and Medical Humanities

• Clinical Research

• Community Health

• Health Services and Policy Research

• Informatics & Data-Driven Medicine

• Medical Education

• Molecular Basis of Medicine

There are six Application areas that provide opportunities to apply research skills to particular areas of medicine. • Cancer Biology

• Cardiovascular Pulmonary

• Immunology

• Global Health

• Neuroscience, Behavior, and Cognition

• Women’s Health Students who wish to approach the SC requirements in alternate ways must consult with SC program staff. Students may, after consultation with SC program staff and appropriate SC area directors, concentrate their SC

studies within one Foundation area, rather than pursuing both a Foundation and Application. Students who wish to pursue interests in areas not included among the available SC areas may consult with staff about developing a proposal for an independently designed program of study and scholarship. FIRST STEPS

During the first year, MD students are encouraged to explore and compare the palette of Scholarly Concentration opportunities by: • talking with Foundation and Application area

directors and others, such as research mentors

• taking introductory courses

• attending seminars

• examining the SC and MedScholars web sites

• reviewing course requirements

• looking at type of scholarship carried out by the faculty advisors in different SC areas

DECLARATION

It is recommended that four-year students declare their Scholarly Concentration programs by April 1 of the first year; however, all students must declare by September 1 of the second year. More information about the declaration process, required documentation, and other resources are available online. CONTACT

Laurence Baker, PhD Director, Medical Student Research & Scholarship Professor Health Services and Policy, Economics laurence.baker@stanford.edu Mara Violanti, MS Ed. Assistant Director, Medical Student Research & Scholarship MSOB x399 (650) 723-0355 marav@stanford.edu

TIMELINE SCHOLARLY CONCENTRATIONS PROGRAM

Sept

embe

r, 20

14

Octo

ber,

2014

Nove

mbe

r, 20

14

Dece

mbe

r, 20

14

Febr

uary

, 201

5

April

, 201

5

April

, 201

5

June

, 201

5

Sept

embe

r, 20

15

SC Orientations

(12-1pm)

SC Application

Info Sessions(3:15-

4:45pm)

Dual Degree Info Fair(12-1pm)

SC Foundation

Info Sessions(3:15-

4:45pm)

SC Foundation

Info Sessions

(3:15-4:45pm)

SC Declarations

Available(due 9/1/15)

SC Application

Info Sessions

(3:15-4:45pm)

SC Declarations(4-yr intended grads)recommended

SC Declarations

Due

9/2/149/9/149/11/14

10/10/14 11/12/14 12/5/14 2/20/15 4/1/15 4/17/15 6/1/15 9/1/15

Scholarly Concentrations Timeline (September, 2014 – September, 2015)

SC Orientation Lunches These will be your opportunity to learn more about the Scholarly Concentration Program, Dual Degree

work, and special sessions with the SC Directors. SC Info Sessions These dates spread throughout the year will be your chance to meet with fellow students declared into

specific Foundations (December & February), as well as those who have added an Application (October, April). They are required of all students.

http://med.stanford.edu/md/curriculum/scholarly_concentrations

2014.10.02

BIOENGINEERING FOUNDATION OVERVIEW

The Bioengineering (BENG) Foundation Area exposes students to the intersection between engineering and medicine – from molecular to systems bioengineering – and includes technologies such as computer methods, medical imaging, biosensors, and minimally invasive therapeutic devices. Mirroring the intent of the Department of Bioengineering, the BENG Foundation looks to attract students who are enthusiastic about combining biology-based research with engineering technology and clinical applications.

BENG students develop projects that take advantage of the strong bioengineering environment at Stanford. In addition to core courses and access to mentors in diverse areas, students can interact with a number of programs at Stanford that focus on specialized areas of bioengineering, including:

• biochemical engineering • biomechanics • biomedical computation • biosensors • imaging • medical devices • robotics

CONTACTS Paul J. Wang, MD Co-Director Professor of Medicine (Cardiovascular) and (by courtesy) Bioengineering paul.j.wang@stanford.edu Michael Lin, MD, PhD Co-Director Assistant Professor, Pediatrics - Human Gene Therapy Assistant Professor, Bioengineering mzlin@stanford.edu Tatyana Perkis Administrative Coordinator (650) 723-9363 tperkis@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. BENG students are required to complete: • MED 289 (BIOE 390) Introduction to Bioengineering Research (2 units) Remaining BENG units can be selected from any courses listed or crosslisted in Bioengineering at the 200 level or higher or graduate equivalent (http://bioengineering.stanford.edu/education/coursec.html) and/or completed as directed study with any faculty member associated with the Bioengineering Scholarly Concentration Foundation Area. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/bioeng/

2014.10.02

BIOENGINEERING FOUNDATION RESEARCH MENTORS

Thomas Andriacchi, PhD Professor of Mechanical Engineering and Functional Restoration tandriac@stanford.edu Dennis Carter, PhD Professor of Mechanical Engineering dcarter@stanford.edu Scott Delp, PhD Associate Professor of Mechanical Engineering delp@stanford.edu

Garry Gold, MD Professor of Radiology and (by courtesy) Bioengineering and Orthopaedic Surgery gold@stanford.edu Gregory Kovacs, MD, PhD Associate Professor of Electrical Engineering kovacs@cis.stanford.edu Paul J. Wang, MD Professor of Medicine (Cardiovascular) and (by courtesy) Bioengineering paul.j.wang@stanford.edu

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES) Cheng, Alan Otolaryngology Characterization of Wnt-responsive Cells in the Cochlea

Goodman, Stuart Orthopedic Surgery

M1 and M2 Macrophage Polarization in Pseudomembranes from Total Joint Replacement

Dutta, Sanjeev Surgery Novel Esophageal Anastomosis Device

Fleischmann,Dominik Radiology Algorithm for automated interpolation through femoro-popliteal arterial occlusions

Feinstein, Jeffrey Pediatrics Use of Computational Simulation to Evaluate Pacemaker Lead Induced Venous Occlusion

http://med.stanford.edu/bioeng/

2013.08.08

BIOMEDICAL ETHICS AND MEDICAL HUMANITIES FOUNDATION OVERVIEW

The Biomedical Ethics and Medical Humanities (BEMH) Foundation Area employs cross-disciplinary methods – such as those from philosophy, social science, film, literature, art, and law – to examine the meaning, implications, and ethical and humanities dimensions of medical research and practice, whether at the laboratory bench or the bedside. Topics range from the ethics of biomedical research, medicine, and health care, to issues related to the traditional humanities fields of literature, philosophy, history, religion, and the arts (visual, theatre, media), to issues that arise out of humanities-oriented social sciences (including anthropology and sociology). BEMH MEDICAL SCHOLARS CONTACTS

Maren Grainger-Monsen, MD Associate Director, BEMH Filmmaker-in-Residence & Senior Research Scholar Director, Program in Bioethics & Film Stanford Center for Biomedical Ethics mmonsen@stanford.edu Rachelle Roxas, MBA Administrative Associate 650.723.5760 raroxas@stanford.edu

BEMH is housed at the Stanford Center for Biomedical Ethics, which includes the Medicine and the Muse Program. In addition, medical students in BEMH benefit from multiple opportunities for interdisciplinary work across the campus.

DIRECTORS David Magnus, PhD Co-Director Thomas A Raffin Professor of Medicine and Biomedical Ethics Professor of Pediatrics Director, Stanford Center for Biomedical Ethics dmagnus@stanford.edu Audrey Shafer, MD Co-Director Professor of Anesthesiology, Perioperative & Pain Medicine, Stanford School of Medicine/Veterans Affairs Palo Alto Health Care System

Director, Medicine and the Muse Program ashafer@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. BEMH students are required to complete: • INDE 212 Medical Humanities and the Arts

(2 units)

• PEDS 251A Medical Ethics I (2 units)

Recommendation: complete core courses in Y1 Remaining BEMH units may be selected from a wide variety of courses at the university, School of Medicine, and School of Law. Students are encouraged to review the various course catalogs and devise a course plan to present to the co-directors. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/bemh/

2014.07.22

BIOMEDICAL ETHICS AND MEDICAL HUMANITIES FOUNDATION ADVISORS AND MENTORS (PARTIAL LIST)

Jonathan Berger, DMA Denning Family Provostial Professor, Music brg@ccrma.stanford.edu Mildred Cho, PhD Professor of Pediatrics (Research) micho@stanford.edu Angela Garcia, PhD Assistant Professor, Anthropology garcia2@stanford.edu Shaili Jain, MD Assistant Professor, Psychiatry sjain1@stanford.edu Katrina Karkazis, PhD Senior Research Scholar, SCBE karkazis@stanford.edu

Tanya Luhrmann, PhD Watkins University Professor, Anthropology luhrmann@stanford.edu Christopher Thomas Scott, PhD Senior Research Scholar, SCBE Director, Program on Stem Cells in Society cscott@stanford.edu Sakti Srivastava, MD Associate Professor, Surgery – Anatomy sakti.srivastava@stanford.edu Lawrence Zaroff, MD, PhD Senior Research Scholar, SCBE; Consulting Professor, Anesthesiology, Program in Human Biology

larryz.zaroff@gmail.com

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES) Scott, Christopher SCBE Wrinkles in Reporting: Geographical, Political, and Social Dimensions of Print

Media Representation of Stem Cell Research

Jackler, Robert Otolaryngology A Prescription for Conflict: Tobacco Advertisements in Medical Journals

Jain, Shaili Psychiatry Dreamers: A Fictional Exploration of Sleep

Garcia, Angela Anthropology Addiction, Regulation and Care in Mexico City, Mexico

Magnus, David Pediatrics Physician Communication Content and Style in the Pediatric Intensive Care Setting

Grainger Monsen, Maren

SCBE Map Your World - Kolkata

Shafer, Audrey & Good, Julie

Anesthesiology The Imperfect is Our Paradise

Schillinger, Erika Medicine Your Voice: Medical Student Stories from the Preclerkship Years

Ramchandran, Kavitha

Medicine Determination of Operational Goals in Seriously Ill Patients with Life Limiting Illness

Srivastava, Sakti Surgery & Anatomy The Camouflage Closet: Stories of LGBT Veterans’ Trauma

Gabiola, Julieta Medicine Health Narratives in the Aftermath of Typhoon Haiyan

http://med.stanford.edu/bemh/

2014.07.21

CLINICAL RESEARCH FOUNDATION OVERVIEW

The Clinical Research (CR) Foundation Area introduces students to the critical concepts that underpin clinical research. In addition to didactic instruction, students participate in the conduct of faculty-mentored, hypothesis-driven, clinical research projects. The projects may be descriptive (observational) or interventional in design.

CR training enables students to evaluate the medical literature, underscoring the limitations of much of the current practice of medicine. The ability to critique the burgeoning body of medical publications paves the way for a lifetime of learning that is essential to the prudent, cost-effective practice of scholarly medicine. Studying Clinical Research also lays the foundation for students who ultimately decide to pursue academic careers as clinical research scientists. Acquiring the necessary design, analytic, and practical skills to facilitate a clinical research career during medical school substantially enhances fellowship education and productivity, increasing the likelihood of securing an academic position and continued funding following fellowship training. The CR Foundation Area integrates members of the School of Medicine clinical departments and the Department of Health Research and Policy, which are closely aligned with the departments of Biostatistics and Economics, and the Graduate School of Business. In addition, many existing clinical research projects represent interdisciplinary collaborations between faculty in the Schools of Medicine, Health and Humanities, Engineering, and Business.

CONTACTS Steven Goodman, MD, MHS, PhD Associate Dean for Clinical and Translational Research Professor of Medicine and Health Research Policy steve.goodman@stanford.edu Tammi Nicosia Administrative Coordinator (650) 721-5788 nicosia@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area may chose to complete six units in each. CR students are required to complete HRP 225 and either HRP 258 or HRP 259: • HRP 225

Design and Conduct of Clinical and Epidemiologic Studies (3 units)

• HRP 258

Intro. to Probability and Statistics for Clinical Research (3 units)

OR • HRP 259

Intro. to Probability and Statistics for Epidemiology (4-5 units)

Remaining CR units may be selected based upon specific interests and preferences. Students also may chose to build on their course work in the pursuit of a Master’s degree in Epidemiology, offered by our Department of Health and Research Policy. Students are encouraged to devise a course plan to present to the Director. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/cr/

2013.08.09

CLINICAL RESEARCH FOUNDATION CLINICAL RESEARCH ADVISORY COMMITTEE

Mark Genovese, MD Professor of Medicine, Immunology and Rheumatology John Morton, MD, MPH, FACS Associate Professor, General Surgery Sandip Biswal, MD Associate Professor, Diagnostic Radiology Rita Popat, PhD, MS Clinical Assistant Professor, Health Research & Policy and Epidemiology Quynh-Thu Le, MD Professor, Radiation Oncology and Radiation Therapy Professor (By courtesy), Otolaryngology (Head and Neck Surgery) Anne Lynn Chang, MD Assistant Professor, Dermatology

Terence Ketter, MD, MS Professor Psychiatry & Behavioral Science Psychopharmacology Kristin Sainani, PhD, MS Clinical Assistant Professor, Health Research & Policy and Epidemiology Alan Cheng, MD Assistant Professor, Otolaryngology (Head and Neck Surgery) Professor (by courtesy) Pediatrics Darrell Wilson, MD Professor, Pediatrics Endocrinology and Diabetes John Brock-Utne, MD Professor Emeritus, Anesthesia

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

Feldman, Heidi Pediatrics Trial of Myofascial Manipulation Therapy for Young Children With Cerebral Palsy

Chang, Kay W. Otolaryngology Cochlear height measurements in the diagnosis of cochlear hypoplasia

Lee, Gordon Plastic Surgery Outcomes analysis and financial impact of reconstructive procedures in patients with cancer of the head and neck

Dragoo, Jason Orthopedic Surgery Effect of intramuscular and intratendinous platelet-rich plasma injections on systemic concentrations of performance-enhancing growth factors

Morton, John Surgery Does Body Image Affect the Outcomes of Bariatric Surgery Patients?

Shaw, Richard Psychiatry Prospective study of delirium in pediatric patients in the intensive care unit

Tang, Jean Dermatology Photoprotection Practices Among Stanford NCAA Athletes and its Effect on Serum Vitamin D Levels

Guardino, Alice Medicine Evaluation of knowledge gaps in patients with breast cancer

Chang, Robert Ophthalmology Prevalence of ocular diseases in school-aged children in China

Ikeda, Debra Radiology Compliance with Recommended Follow-up After MRI-guided Fine Needle Aspiration or MRI-guided Core Needle Biopsy

http://med.stanford.edu/cr/

2013.08.09

COMMUNITY HEALTH FOUNDATION OVERVIEW

The Community Health (CH) Foundation Area empowers future physicians to improve the health of diverse communities and reduce health inequities through innovative scholarship and direct community engagement. The CH Foundation focuses on the intersection between physicians and the social and environmental determinants of health. These health determinants profoundly influence the health of populations, leading to the wide health disparities experienced in the United States. Students learn the means to effect change through rigorous community-responsive research, advocacy, and civic leadership. The CH Foundation Area encourages the development of physicians with the commitment and capacity to become leaders in community health and health policy. This Foundation Area focuses on the knowledge and skills used to address health challenges of diverse and often underserved communities, both domestically and internationally. Topics include:

• Qualitative research methods • Quantitative research methods • Community-based participatory research • Survey design and evaluation • Practice of health-focused public service

CH draws upon the resources of nine cooperating university centers, departments and student organizations, such as the Center for Education in Family and Community Medicine (CEFCM), Department in Pediatrics, Stanford Prevention Research Center (SPRC), and the Office of Community Health.

CONTACTS Lisa Chamberlain, MD, MPH Director Assistant Professor, Pediatrics lchamberlain@stanford.edu Office of Community Health (650) 725-9800 och@med.stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. CH students are required to complete: • PEDS 250: Social and Environmental Determinants

of Health (3 units) And one of the following:

MED 247: Methods in Community Assessment, Evaluation and Research (3 units)

• PEDS 202C: Qualitative Research Methods and

Study Design (3 units) Other recommended courses include: • PEDS 258: Developing and Defining Strong

Community Partnerships (2 Units) • MED 253: Proposal Development for Community

and Population Health Research (2 Units) • PEDS 202A & 202B: Practical Applications for

Qualitative Data Analysis (3 units each) • Other method courses students find applicable to

their projects; requires Foundation Director approval CH students are to complete six units in elective courses drawn from a wide range of coursework on Health Research and Policy, Management Science and Engineering, Public Policy, Statistical Methods, Education, and Business. Students are encouraged to devise a course plan to present to the director. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

Drs. Chamberlain, Bruce and med student Steve Ko with the

East Palo Alto Summer Feeding bridge team, July 2014

http://med.stanford.edu/chps/

2014.07.29

COMMUNITY HEALTH FOUNDATION ADVISORY COMMITTEE

Lisa Chamberlain, MD, MPH Assistant Professor - Pediatrics lchamberlain@stanford.edu Cynthia Castro, PhD Senior Research Scientist - Stanford Prevention Research Center cync@stanford.edu Eunice Rodriguez, Dr. Ph Associate Professor - Pediatrics er23@stanford.edu

Michaela Kiernan, PhD Senior Research Scientist - Stanford Prevention Research Center michaela.kiernan@stanford.edu Paul Wise, MD, MPH Professor - Pediatrics & HRP pwise@stanford.edu Yvonne Maldonado, MD Professor - Pediatrics & HRP bonniem@stanford.edu

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

Chamberlain, Lisa Pediatrics Evaluating the Mexican heritage plaza farmer market as an obesity intervention tool

in East San Jose, CA

Gilbert, Gregory Surgery Teaching Medical Trainees in Emergency Medicine: Simulators, Computers, or Problem-Based Learning?

Gore-Felton, Cheryl Psychiatry Trauma, psychological distress, and HIV risk behavior in Zimbabwe: a cross-sectional survey

Le Baron, Samuel Medicine International medical aid in North Korea

Mahadevan, Swaminatha Surgery Internationalizing the Broselow Pediatric Emergency Tape: How reliable is weight estimation in Indian children

Norris, Robert Surgery Patients who leave the emergency department without being seen: What services might help them to stay

Parsonnet, Julie Medicine Promotion of Insecticide-Treated Net Use in the Upper River Division, The Gambia: Focus Groups to Explore Current Knowledge and the Acceptability of a Proposed Intervention Strategy

Robinson, Tom Pediatrics Do television advertisements influence children’s food consumption patterns

Rodriguez, Eunice Pediatrics Maternal unemployment and child BMI: A longitudinal study

Winkleby, Marilyn Medicine Neighborhood physical assessments: examining the influence of neighborhoods on health.

http://med.stanford.edu/chps/

2010.06.16

HEALTH SERVICES AND POLICY RESEARCH FOUNDATION OVERVIEW

The Health Services and Policy Research (HSPR) Foundation Area explores the ways that health care systems, governments, doctors, and patients interact to deliver health care. From regulatory policy and market forces to financial incentives and the costs and benefits of new technologies, students study ways to improve the efficiency and effectiveness of health care systems in delivering high quality care in the U.S. and abroad. Given the complexity of health policy and its far-reaching effects on societal health, it is important that physicians with training in health policy issues and research are involved in shaping national health policies. Healthcare quality, cost, and access are significantly affected by government policies and by a wide range of institutions, including hospitals, physician groups, pharmaceutical companies, and health insurers. To formulate effective health policy and improve clinical practice, it is essential to understand the interactions among these institutions, medical decision-making at the population level, and the social and economic environment of healthcare. HSPR students work with internationally known faculty in coursework and projects addressing these issues.

CONTACTS Corinna Haberland, MD, MS Lecturer, Department of Health Research & Policy corinnah@stanford.edu Laurence Baker, PhD Professor of Health Research and Policy and Economics laurence.baker@stanford.edu Kathryn McDonald, MM/MBA Senior Scholar & Executive Director, Center for Health

Policy/Center for Primary Care and Outcomes Research (CHP/PCOR)

kathy.mcdonald@stanford.edu CORE COURSES

Students must complete a total of 12 Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. All HSPR students are required to complete HRP 207 and HRP 208: • HRP 207: Intro to Concepts & Methods in HSPR I (2 units) • HRP 208: Intro to Concepts & Methods in HSPR II (3 units) As well as one methods / skills course from the following: • HRP 206: Meta-Research (3 units) • HRP 223: Data Management & Programming (2-3 units) • HRP 252: Outcomes Analysis (3 units) • HRP 259: Intro to Probability & Statistics (3-4 units) • HRP 261: Intermed. Biostatistics: Data Analysis (3 units) • HRP 262: Biostatistics: Regression & Prediction (3 units) • HRP 263: Decision Sci. Methods & Modeling (3 units) • HRP 392: Costs, Risks & Benefits in Health Care (4 units) For those students interested in completing the remaining SC units in HSPR a list of elective courses is available at: http://med.stanford.edu/hspr/course.html Students are encouraged to talk with the HSPR co-directors for guidance on appropriate coursework, as well as to discuss exceptions or substitutions (e.g. if previous coursework and / or experience allow for enrolling in alternate courses). For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/hspr/

2014.07.22

HEALTH SERVICES & POLICY RESEARCH FOUNDATION SELECTED FACULTY ADVISORS

Jay Bhattacharya, MD, PhD Associate Professor, Medicine (CHP/PCOR) M. Kate Bundorf, PhD Associate Professor, Division of Health Services Research and Economics Jeremy Goldhaber-Fiebert, PhD Assistant Professor, Medicine (CHP/PCOR) Mary Goldstein, MD, MS Professor, Medicine (CHP/PCOR) Paul Heidenreich, MD, MS Associate Professor, Medicine (Cardiovascular)

Grant Miller, PhD, MPP Assistant Professor, Medicine (CHP/PCOR) Douglas Owens, MD, MS Professor, Medicine (General Internal Medicine) Ciaran Phibbs, PhD Health Economist, VA Palo Alto & Research Affiliate (CHP/PCOR) Faculty interests and contact information for these advisors and many others is available on HSPR website.

RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

Baker, Laurence HRP Measuring Physician Group Consolidation and its Effects on Price Bargaining

Bhattacharya, Jay Medicine Estimating Potential Medicare Savings from Comparative Effectiveness Research

Haberland, Corinna HRP Disparities in Treatment for Pediatric Patients with Indications for Tonsillectomy

Hernandez-Boussard, Tina Surgery Population-Based Study of Adverse Events in Cranial Neurosurgical Procedures

McDonald, Kathryn Medicine A Systematic Review and Meta-Analysis of Interventions to Decrease Diagnostic Errors and Improve Patient Outcomes

Mell, Matthew

Surgery Refining Best-Practice Guidelines for Postoperative Surveillance after Endovascular Aortic Aneurysm Repair.

Miller, N. Grant Medicine A Three-Step Qualitative Analysis of the Barriers to Institutional Delivery in Uttar Pradesh, India

Morton, John Surgery Impact of Nosocomial Infection on Hospital Finances

Owens, Douglas Medicine Cost-Benefit Analysis of a Universal Pre-Conception Carrier Test for Genetic Disease

Park, KT

Pediatrics Socioeconomic Predictors and Utilization of ED Services Associated with Abdominal Pain in U.S. Children

Staudenmayer, Kristan Surgery Variations in Patterns of Helicopter EMS for Scene Transports by Regional Trauma Centers in the United States

Wang, N. Ewen Emergency Medicine

Evaluation of an Emergency Department-based Health Insurance Enrollment Program for Children

Zulman, Donna Medicine The Prevalence of Mental Health Conditions and Health Care Utilization among High Cost Patients at the VA

http://med.stanford.edu/hspr/

2013.08.09

INFORMATICS& DATA-DRIVEN MEDICINE FOUNDATION OVERVIEW

Informatics & Data-Driven Medicine (IDDM) encompasses the development and evaluation of computational methods and information technology in healthcare delivery and biomedical research. Informatics is now critical for making breakthroughs in personalized medicine, molecular imaging, population science and other emerging biomedical fields. The IDDM Foundation Area introduces students to a variety of approaches for acquiring, analyzing and using biomedical data and knowledge, from the interpretation of genomic datasets in translational medicine to the evaluation of mobile and Internet technologies in patient care. IDDM students gain exposure to research in areas such as: • Clinical informatics and health IT

• Bioinformatics

• Computational biology, genomics and proteomics

• Imaging informatics

• Population science

• Personalized medicine The IDDM Foundation Area builds upon a 25-year history of research and training in biomedical informatics at Stanford, including the Stanford Center for Biomedical Informatics Research, the Stanford Biomedical Informatics Training Program, and two National Centers for Biomedical Computing based at Stanford.

CONTACTS Daniel Rubin, MD, MS Assistant Professor, Medicine (Biomedical Research) Assistant Professor, Radiology dlrubin@stanford.edu Administrative Contact Amanda Remilliard (650) 736-6923 amanda13@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. Students are required to complete a scholarly research project; in addition, IDDM students are required to complete: • BIOMEDIN 205 Biomedical Informatics for Medicine (2 units – may be repeated once for total of 4 units) Remaining IDDM units may be selected from any of the classes the biomedical informatics graduate students take to fulfill their degree requirements. Students are requested to seek advice from the director about their course plan. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu. ADVISORS

Steven Bagley, MD Co-Director, Biomedical Informatics Program steven.bagley@stanford.edu Russ Altman, MD, PhD Co-Director, Biomedical Informatics Program russ.altman@stanford.edu

Information is the lifeblood of modern medicine. Health information technology is destined to be its circulatory system.

– David Blumenthal, MD Former National Coordinator for Health Information Technology

New England Journal of Medicine February 4, 2010

http://med.stanford.edu/bmiconcentration/

2014.07.14

INFORMATICS & DATA-DRIVEN MEDICINE FOUNDATION KEY FACULTY

Daniel Rubin, MD, MS Assistant Professor of Radiology and Medicine (Biomedical Informatics) Director of the IDDM Scholarly Concentration dlrubin@stanford.edu Russ B. Altman, MD, PhD Professor of Bioengineering, Genetics, Medicine, and by courtesy, Computer Science russ.altman@stanford.edu Atul Butte, MD, PhD Assistant Professor of Pediatrics and Medicine, and by courtesy, Computer Science abutte@stanford.edu Teri Klein, PhD Director, PharmGKB teri.klein@stanford.edu

Henry J. Lowe, MD Senior Associate Dean for Information Resources and Technology, Associate Professor of Medicine hlowe@stanford.edu Mark Musen, MD, PhD Professor of Medicine, and by courtesy, Computer Science musen@stanford.edu David Paik, PhD Assistant Professor of Radiology david.paik@stanford.edu Nigam Shah, MBBS, PhD Assistant Professor in Medicine nigam@stanford.edu

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES) Altman, Russ Genetics Using drug taxonomics to improve searching and indexing of PharmGKB

Butte, Atul Pediatrics/Medicine Developing novel bioinformatics methods to integrate antibody and gene expression profiling to find novel acute myeloid leukemia markers

Jeng, Michael Pediatric Hematology/ Oncology

Do silent infarcts occur in children with sickle cell disease who are chronically transfused for stroke?

Kim, Stuart Genetics A multi-organism gene-coexpression network for discovery of conserved genetic modules

Musen, Mark Medicine Creating and translating guideline ontologies

Plevitis, Sylvia Radiology Biological synergism in the treatment of primary lung cancer: can a cisplatin-based chemotherapy regimen enhance the effects of a recombinant cancer vaccine in the setting of primary lung cancer?

Rubin, Daniel Radiology and Medicine

Rapid Learning: Using data in medical records to personalize treatment. Radiogenomics: Discovering features in radiology images that correlate with molecular features of disease and that can be used to identify disease subtypes and personalized treatments.

Ta, Christopher Ophthalmology Prospective comparison of 1 day vs. 1 hour pre-operative gatifloxacin prophylaxis for cataract surgery

Vollrath, Doug Genetics Relationship of genotype & phenotype to complement factor H & LOC387715 polymorphisms in age-related macular degeneration

http://med.stanford.edu/bmiconcentration/

2014.07.15

MEDICAL EDUCATION FOUNDATION OVERVIEW

The purpose of the Foundation in Medical Education is to prepare students for engagement and leadership in the field of medical education. This concentration aims to promote excellence in the following areas:

1. Curriculum development and delivery 2. Evaluation and assessment 3. Educational technology and simulation

Students will choose a specific area of interest from one of the three major categories above and develop an individual plan for coursework and the required project in consultation with the concentration directors. Students electing this concentration are also strongly encouraged to pursue teaching experience, most often as a Teaching Assistant. While this concentration can be completed as part of a four-year curriculum, the optimum experience will be received in a five-year plan, with one year for scholarly work and teaching experience.

CONTACTS

Cynthia Irvine, M.Ed. Co-Director Assistant Dean, Medical Education cirvine@stanford.edu Mara Violanti, MS Ed. Co-Director Assistant Director, Medical Student Research & Scholarship marav@stanford.edu Katy Nandagopal, PhD (Research Co-Director) Senior Research Scientist nandagk@stanford.edu Sylvia Bereknyei, DrPH (Research Co-Director) Research Scholar sylviab@stanford.edu

CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each.

Formal Coursework – 6 units total*

• INDE 233 Medical Education Seminar Series – total of 3 units (1 unit/quarter – Autumn, Winter, Spring)

PLUS a personalized series of courses totaling at least 3 more units. Suggested courses include, but are not limited to:

1. EDUC 229 B, C, D: Learning Design and Technology Seminar. 229B: Winter/1 unit; 229C: Spring/1 unit; 229D: Summer/2-5 units (incorporates project).

Note: the timing of EDUC 229 B, C, D will in most cases necessitate that participating students be either first year students, or second year students on a five year curriculum. Exceptions will be considered on a case-by-case basis.

2. EDUC 208B: Curriculum Construction Winter/3-4units

For those students interested in completing the final 6 SC units in MedEd, there are a variety of other options including, but not limited to:

EDUC 298: Learning in a Networked World EDUC 311X: Open Access Education EDUC 333A: Understanding Learning Environments EDUC 319X: Web-based Technologies in Teaching and

Learning INDE 229: Managing Difficult Conversations INDE 236: Introduction to Teaching and Mentoring PEDS202A–B/Med 200A-B: Practical Applications for

Qualitative Data Analysis o 3 units, Fall – Winter

PEDS202C/Med202C: Qualitative Research Methods and Study Design

o 3 units, Spring

For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

*Please note: This foundation offers flexibility in the selection of coursework, so students are encouraged to talk with the concentration co-director for guidance on appropriate coursework, as well as to discuss exceptions or substitutions (e.g., if previous coursework and/or experience allow for enrolling in alternate courses).

http://med.stanford.edu/meded/

2014.08.01

MEDICAL EDUCATION FOUNDATION SELECTED FACULTY ADVISORS

Sandi Feaster, RN, MS, MBA Assistant Dean for Immersive and Simulation Learning sfeaster@stanford.edu Susan Eller, RN, MSN Director, Immersive Learning Center seller62@stanford.edu David Gaba, MD, CISL Associate Dean for Immersive and Simulation-based Learning gaba@stanford.edu

Shelley Goldman, Ph.D. Professor of Education, Stanford School of Education sgoldman@stanford.edu Kelley Skeff, MD, PhD Professor of Medicine and Director, Stanford Faculty Development Center skeff@stanford.edu

I

In addition to coursework, it is assumed that students in the Medical Education Foundation will complete an: Experiential Component – Scholarly Project – design and implement a research project in medical education under the guidance of a faculty

advisor or research co-director It is assumed that all students will serve as a Teaching Assistant (TA) in one or more required courses in the pre-

clerkship MD curriculum Develop resource materials for and participate in the delivery of annual TA Training program Participate in the development and implementation of other faculty development activities as opportunity arises

http://med.stanford.edu/meded/

2014.08.01

MOLECULAR BASIS OF MEDICINE FOUNDATION OVERVIEW

The Molecular Basis of Medicine (MBM) Foundation Area trains future practicing physicians in how scientific data are generated and evaluated in the research laboratory, with a focus on the molecular mechanisms that underlie fundamental biological processes. Medical students participate in coursework and laboratory research side-by-side with doctoral students and postdoctoral trainees and are exposed to the rigor and structure that support first-rate scientific investigation. MBM physician scholars are positioned to be key originators and participants in the “bench-to-bedside” incorporation of advances in basic biomedical science into clinical practice. MBM training serves as firm grounding for future academic physicians who may later integrate major basic science research component in their careers, including a PhD or postdoctoral research.

This foundation area also serves future practicing physicians by training them in how scientific data are generated and evaluated in the research laboratory, and equipping them to follow the forefront of basic science literature related to their clinical specialties. Working side-by-side with graduate students and postdoctoral trainees in basic science disciplines provides invaluable background and a common language to physicians who will nucleate or participate in interdisciplinary teams, bringing current advances in basic biomedical research to clinical treatment.

CONTACTS James Chen, PhD Associate Professor Departments of Chemical and Systems Biology, Developmental Biology, and (by courtesy) Chemistry jameschen@stanford.edu Stuart Jeung Administrative Coordinator (650) 736-2999 stuartj7@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students selecting only a Foundation Area complete all 12 units in that Foundation Area. Students undertaking both a Foundation Area and an Application Area complete six units in each. MBM students are required to complete:

• CSB 210 Cell Signaling (4 units)

All other coursework taken to complete the MBM curriculum requirement is elective and can focus on any area of basic science. Classes should include a combination of didactic and literature-based education, and students are encouraged to devise a course plan to present to the MBM Director, and if appropriate, to the Director of their Application Area. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/mbm/

2013.08.09

MOLECULAR BASIS OF MEDICINE FOUNDATION STEERING & RESEARCH REVIEW COMMITTEE

Director and Chair James Chen, PhD Associate Professor Department of Chemical & Systems Biology Jeffrey Axelrod, MD, PhD Associate Professor Department of Pathology

Howard Chang, MD, PhD Associate Professor Dermatology James Ferrell, MD, PhD Professor Department of Chemical & Systems Biology

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

Nusse, Roel Developmental

Biology Wnt proteins in neural stem cell fate decisions

Lui, Liqun Biology Mosaic analysis with double markers in mice

Goodman, Stuart Orthopedic Surgery Assessing the role of the toll pathway in the inflammatory response stimulated by particulate debris

Shizuru, Judith Medicine Purified MHC-matched hematopoietic stem cell transplantation following total lymphoid irradiation and anti-thymocyte globulin (TLI+ATG) blocks EAE pathogenesis

Herschlag, Daniel Biochemistry Testing the importance of surrounding residues in positioning hydrogen bond donors in the oxyanion hole of ketosteroid isomerase

Levy, Ronald Medicine Homeostatic proliferation of T-cell subpopulations following adoptive transfer to a lymphopenic recipient

Meyer, Tobias Chemical & Systems Biology

Dynamic cell interactions promote endothelial monolayer integrity and directed migration

Scott, Matthew P. Developmental Biology

Neurodegeneration and Niemann-Pick C disease: the role of Npc1 in steroidogenesis

Steinman, Lawrence Neurology Interactions between Vitamin D and osteopontin in EAE

Weissman, Irving Pathology Gaining access to the hematopoietic stem cell niche-- novel non-myeloablative conditioning approaches

http://med.stanford.edu/mbm/

2014.07.28

CANCER BIOLOGY APPLICATION OVERVIEW

The Cancer Biology (CBIO) Application Area educates medical students in the complex nature of cancer from the molecular mechanism of cancer etiology, to evaluation of the efficacies of various cancer treatments. Through this extension of the Stanford Cancer Center students have access to faculty, fellows, and residents who represent molecular, cellular, genetic and pathological approaches to developing effective medical tools for cancer diagnosis, treatment, and prevention. CBIO students develop an eclectic understanding of cancer not only at the patient level, but also at the molecular and the disease level. Research training produces future physicians who, upon gaining the molecular insight to the complexity of cancer, can think creatively about cancer treatment and prevention, and translate the most advanced biomedical discoveries (at the bench) into effective cancer therapies (at bedside). Students learn to utilize animal models and human materials while conducting research using the latest technologies. Under the direction of Beverly Mitchell, a pioneer in cancer research, the Stanford Cancer Center boasts over 200 independent basic science and clinical investigators, including a large number of cancer biology faculty. Students have the opportunity to work with investigators at the forefront of cancer research, choosing from diverse topics, such as: • tumor initiation and development

• angiogenesis

• hypoxia

• metastasis

• apoptosis

• cancer stem cells

• molecular profiling of cancer

• targeted therapeutics

CONTACTS Albert Koong, MD Director Associate Professor of Radiation Oncology (650) 498-7703 akoong@stanford.edu Justin Bui Administrative Coordinator (650) 498-7703 jlbui@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students undertaking both a Foundation Area and an Application Area complete six units in each. CBIO students are required to complete: • CBIO 242 Molecular, Cellular and Genetic Basis of Cancer (3 units)

• CBIO 280 Cancer Biology Journal Club (1 unit, taken 3 quarters for 3 total units) Students are also expected to participate in the Seminar Series in Cancer Biology (non-credit). For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/cbio/

2014.07.21

CANCER BIOLOGY APPLICATION KEY FACULTY

Amato Giaccia, Ph.D. Professor of Radiation Oncology and Cancer Biology giaccia@stanford.edu Jeff Axelrod, M.D., Ph.D. Associate Professor of Pathology jaxelrod@stanford.edu Katrin Chua, M.D., Ph.D. Assistant Professor of Medicine, Division of Endocrinology kfchua@stanford.edu Steven Artandi Professor of Medicine (Hematology) and of Biochemistry sartandi@stanford.edu Max Diehn Assistant Professor of Radiation Oncology diehn@stanford.edu Edward Graves Associate Professor of Radiation Oncology (Radiation Physics) egraves@stanford.edu

Ashby Morrison, Ph.D Assistant Professor, Biology ashbym@stanford.edu Sylvia Plevritis, Ph.D Associate Professor of Radiology sylvia.plevritis@stanford.edu Jonathan Pollack, M.D. Ph.D Associate Professor of Pathology pollack1@stanford.edu Alejandro Sweet-Cordero, M.D., Ph.D. Assistant Professor of Pediatrics, Division of Pediatric Oncology ascor@stanford.edu Monte Winslow Assistant Professor of Genetics and of Pathology mwinslow@stanford.edu

RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES) Chang, Daniel T.

Radiation Oncology

Characterization of Liver Tumor Motion Using 4D-CT Scan

Weissman, Irving L.

Pathology

Real-Time Functional Characterization of the Hematopoietic Stem Cell Niche Using Intravital Two-Photon Microscopy

Sage, Julien

Pediatrics

Recurrence and Resistance to Chemotherapy in a Model for Small Cell Lung Cancer

http://med.stanford.edu/cbio/

2013.08.09

CARDIOVASCULAR AND PULMONARY SCIENCES APPLICATION OVERVIEW

The Cardiovascular and Pulmonary Sciences (CVP) Application Area addresses the heart and the lungs as an integrated system and utilizes this system to develop more effective diagnostic tools and more selective treatments. Through the Stanford Cardiovascular Institute medical students have access to an educational structure provided by key faculty in this area. The goal is to train a new generation of basic and clinician investigators to have a broad understanding of cardiovascular and pulmonary medicine and biology and to apply cutting-edge technology to clinically relevant questions.

There is a need for greater integration of educational and research efforts in cardiovascular and pulmonary biology, improved transfer of knowledge between the various disciplines that constitute this research field, and accelerated application of the basic information to clinical practice. A broad range of scientific and clinical disciplines relate to this area, including:

• cardiology • vascular medicine • pulmonary medicine • respiratory medicine • surgery • endocrinology-metabolism • hematology • nephrology • immunology • cardiac and vascular regeneration • developmental and stem cell biology • cell and molecular biology • tissue and mechanical engineering • physics and computer modeling • genetics/genomics/epigenetics/proteomics • physiology and molecular pharmacology • epidemiology and clinical trials design • outcome studies

CONTACTS Marlene Rabinovitch, MD Professor of Pediatrics (Cardiology) and, by courtesy, Developmental Biology (650) 723-8239 marlener@stanford.edu Stanley G. Rockson, MD Professor of Medicine (Cardiovascular) (650) 725-7571 rockson@stanford.edu Philip S. Tsao, PhD Professor of Medicine (Cardiovascular) Associate Chief of Staff for Research & Development, VA Palo Alto Health Care System (650) 493-5000 x62991 ptsao@stanford.edu Patricia Nguyen, MD Assistant Professor of Medicine (Cardiovascular) (650) 493-5000 x62299 pknguyen@stanford.edu Michal Bental Roof, PhD Coordinator (650) 724-9589 mroof@stanford.edu David L.M. Preston, MA Administrative Coordinator (650) 725-7964 preston@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students undertaking both a Foundation Area and an Application Area complete six units in each. CVP students are required to complete: • MED 223 Cardiovascular Pulmonary Sciences Seminars (2 units, taken 3 quarters for 6 units total) For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/cvp/

2014.07.28

CARDIOVASCULAR AND PULMONARY SCIENCES APPLICATION REPRESENTATIVE MENTORS AND RESEARCH AREAS

The list below is a sampling of the CVP mentors. For a complete list of faculty advisors, their contact information, research interests and available projects, please visit the CVP Application website, at http://med.stanford.edu/cvp.

Cristina Alvira, MD, Pediatric Pulmonary & Critical Care: Inflammation angiogenesis and lung development

Euan Ashley, MRCP, DPhil, Cardiovascular Medicine: Genomics and heart failure

Daniel Bernstein, MD, Pediatric Cardiology: Cardiomyocyte receptors and heart failure

Richard D. Bland, MD, Pediatrics/Neonatology: Molecular pathways in lung development and disease

Ron Dalman, MD, Surgery: Inflammation and MR imaging of abdominal aortic aneurythms

Anne Dubin, MD, Pediatric Cardiology: Cardiac pacing and prevention of heart failure

William F. Fearon, MD, Cardiovascular Medicine: Coronary flow dynamics and heart transplantation

Jeffrey Feinstein, MD, MPH, Pediatric Cardiology: MR-Based computational modeling in congenital heart disease

Victor Froelicher, MD, Cardiovascular Medicine: Heart rate variability during exercise and risk of cardiac events

Geoffrey Gurtner, MD, Surgery: Progenitor cell dysfunction and impaired vasculogenesis in diabetic complications

Calvin Kuo, MD, Medicine/Hematology: Exploration of GPR124 as a novel target for antiangiogenic therapy

Michael V. McConnell, MD, MSEE, Cardiovascular Medicine: MR Imaging of cardiac structures and function

Kari Nadeau, MD, Pediatrics/Immunology and Allergy: Genomics and Asthma

Patricia Nguyen, MD, Cardiovascular Medicine: Cardiovascular Imaging

Mark Nicolls, MD, Pulmonary & Critical Care Medicine: Complement, microvascular injury, and lung rejection

Daria Mochly-Rosen, PhD, Chemical & Systems Biology: Therapeutics for myocardial infarction and heart failure

Marlene Rabinovitch, MD, Pediatric Cardiology: Reversing molecular pathways in pulmonary vascular disease

Stanley Rockson, MD, Cardiovascular Medicine: Lymphatic Biology and Disease

Glenn D. Rosen, MD, PhD, Pulmonary & Critical Care Medicine: Apoptotic and cell cycle pathways in the lung

David Rosenthal, MD, Pediatric Cardiology: Assessing vulnerability of the right ventricle in pediatric heart disease

Jennifer Tremmel, MD, Cardiovascular Medicine: Stress reduction and angina, coronary disease in women

Philip Tsao, PhD, Cardiovascular Medicine: Etiology and genomics of vascular disease

Paul Wang, MD, Cardiovascular Medicine: Evaluating implantable defibrillator

Joseph Wu, MD, PhD, Cardiovascular Medicine: Induced pluripotent stem cells as therapy for heart disease

Sean Wu, MD, PhD, Cardiovascular Medicine: Cardiac lineage commitment during embryonic development

http://med.stanford.edu/cvp/

2014.07.28

GLOBAL HEALTH APPLICATION OVERVIEW

Providing for the health of the poorest people in the world’s poorest countries has increasingly become the focus of industrialized countries. Global Health is a field which involves the intersection of many disparate disciplines, such as infectious diseases/epidemiology, sanitation, economics, engineering/design, the environment, behavior, and others. The domain of the far-ranging discipline of Global Health might include examples such as:

• Infectious diseases • Nutrition and maternal/child medicine • Distribution of health resources • Access to medical information • Post-disaster health care and disease prevention

Stanford has many activities that touch on global health, including research, education, and clinical care. There are investigator-driven research projects in all of Stanford’s schools and institutes, most notably in Medicine, H&S, Engineering, Business, Law, the Woods Institute, and the Freeman Spogli Institute. The goals of this SC Application are to:

• Give students an understanding of the spectrum of challenges—from political, to sociological, to biomedical—that limit provision of health care to the world’s poorest people.

• Provide students with insights into problem-solving for complex global health issues.

• Enable mentored, hands-on experience in the field that applies knowledge attained in this application to real world problems of the world’s poorest people.

• Prepare students for the unique challenges of working in an overseas setting.

• Fostering the development of creative solutions in resource poor environments.

CONTACTS

Brian Blackburn, MD Co-Director Clinical Associate Professor, Medicine/Infectious Diseases (650) 725-7902 blackburn@stanford.edu David Katzenstein, MD Co-Director Professor (Research), Medicine/Infectious Diseases (650) 725-6606 davidkk@stanford.edu

CORE COURSES Students must complete 12 total Scholarly Concentration coursework units. Students selecting this Application Area must complete six units in their Foundation Area and six units in Global Health. GH students are required to complete a core course requirement. This requirement can be fulfilled by any one of the following eight core courses: • EDUC 291X

(EDUC 191X) Introduction to Survey Research (3-4 units)

• HRP 225 Design & Conduct of Clinical & Epidemiologic Studies (3-4 units)

• HRP 241 (HUMBIO 129M, MED 231)

Measuring Global Health (4 units)

• HUMBIO 129S Global Public Health (4 units) • MED 108Q Human Rights and Health (3 units) • MS&E 185 Global Work (4 units) • PEDS 223 Human Rights and Global Health (3

units) • SURG 250

(SURG 150) Global Humanitarian Medicine (2-3 Units)

Alternatively, the GH core course requirements can be fulfilled by completing at least three of the following five core seminars: • MED 204 Access and Delivery of Essential

Medicines to Poor and Underserved Communities (1 unit)

• MED 228 Physicians and Social Responsibility (1 unit)

• MED 229 Introduction to Global Health (1 unit) • MED 232 Discussions in Global Health (2 units) • MED 242 Physicians and Human Rights (1 unit)

For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu. Research All students in the Application must complete at least one quarter of overseas research; 4 quarters are preferred. The GH application faculty are continually in the process of fostering relationships with sites abroad that could serve as locales for well-mentored research projects for our students. Some current partners which welcome Stanford students include the Centers for Disease Control and Prevention (CDC)-Kenya and the International Center for Diarrheal Disease Research, Bangladesh (ICDDR,b) in Dhaka, Bangladesh. Opportunities with other partners exist as well, and students are encouraged to contact the Application directors for more information about these.

http://med.stanford.edu/gh/

2013.08.07

GLOBAL HEALTH APPLICATION MENTORSHIP COMMITTEE

Jason Andrews, MD Assistant Professor, Infectious Diseases jasonandr@gmail.com Michele Barry, MD Senior Associate Dean for Global Health mbarry11@stanford.edu Eran Bendavid, MD Assistant Professor, Medicine ebd@stanford.edu Brian Blackburn, MD Clinical Assistant Professor, Medicine/Infectious Diseases blackburn@stanford.edu Paul Blumenthal, MD, PhD Professor, Obstetrics/Gynecology pblumen@stanford.edu Jenna Davis Assistant Professor, Civil/Environmental Engineering jennadavis@stanford.edu Gabriel Garcia, MD Professor, Medicine/Gastroenterology & Hepatology ggarcia@stanford.edu Kevin Grimes, MD Consulting Professor, Chemical & Systems Biology kgrimes@stanfodr.edu Saraswati Kache, MD Clinical Associate Professor, Pediatrics skache@stanford.edu David Katzenstein, MD Professor, Medicine/Infectious Diseases davidkk@stanford.edu Evaleen Jones, MD Clinical Associate Professor, Medicine/Family & Community Medicine evaleen@stanford.edu

Stephen Luby, MD Professor, Medicine/Infectious Diseases / Woods Institute sluby@stanford.edu Lauren Maggio, MS (LIS), MA Lecturer, Department of Medicine, Medical Education Librarian lmaggio@stanford.edu Yvonne Maldonado, MD Professor, Medicine/Infectious Diseases bonniem@stanford.edu Grant Miller Assistant Professor, Medicine/PCOR ngmiller@stanford.edu Julie Parsonnet, MD Professor, Medicine/Infectious Diseases parsonnt@stanford.edu Andrew Patterson, MD, PhD Associate Professor, Med Center Line/Anesthesia & Surgery awp@stanford.edu Gary Schoolnik, MD Professor, Medicine/Infectious Diseases schoolni@stanford.edu Robert Siegel, MD, PhD Associate Professor, Microbiology & Immunology robertsiegel@stanford.edu Paul Wise, MD, MPH Professor, Pediatrics & HRP pwise@stanford.edu Sherry Wren, MD Professor, Surgery swren@stanfodr.edu

SAMPLE OF RECENT PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

MENTOR DEPARTMENT PROJECT TITLE Barry, M Medicine Longitudinal GIS Study of the Healthcare Infrastructure of Leogane Haiti, Pre and Post Earthquake Blackburn, B Medicine Assessment of factors related to Insecticide-Treated Bednet use in Orissa, India Blackburn, B Medicine Evaluation of Gastrointestinal Infections by Norovirus and Parasites in Urban Marginal Peruvian Communities Castro, C Pediatrics Understanding community perspectives on water, health and behavior in Dar es Salaam, Tanzania Fredrick, D Ophthalmology Prevention of Blinding Retinopathy of Prematurity in Vietnam Gesundheit, N Medicine Risk Factors for Mortality Among Children with Pneumonia in Western Kenya Haberland, C HRP Retrospective Study of Treatment Adherence Among HIV/AIDS Patients in Ethiopia Mahadevan, S ER/Surgery Outcome Analysis of a Public Pediatric Emergency Department in Karachi, Pakistan Maldonado, Y Pediatrics Use of intermittent preventative treatment for Malaria in pregnancy on Bioko Isla, Equatorial Guinea Montoya, J Medicine Risk factors for toxoplasmosis among pregnant women in Cali, Colombia Parsonnet, J Medicine Promotion of Insecticide-Treated Bednet Use in The Gambia: Current Knowledge and a Proposed Intervention Strategy Wren, S Surgery Assessment of the Burden of Surgical Disease in Sierra Leone

http://med.stanford.edu/gh/

2013.08.08

IMMUNOLOGY APPLICATION OVERVIEW

The Immunology Application Area introduces students to immunology research and scholarship. Working with internationally recognized experts, students become involved in projects in any of the major areas of immunology, from basic cellular and molecular immunology, to translational areas, including allergy, autoimmunity, microbial immunity, tumor immunology, transplantation immunology, and vaccine development. In conjunction with Stanford Immunology, and the Stanford Institute for Immunology, Transplantation and Infection, the IMM Application Area provides access to faculty who are engaged in areas such as: • basic research in immunology

• host-parasite interactions and pathogenesis

• organ transplantation

• regenerative medicine

• clinical immunology (including many chronic diseases)

• clinical infectious diseases

• emerging global infections Studying immunology not only provides strong opportunities for scholarship, but also contributes to improved clinical skills. All aspects of immunology are highly relevant to translational medicine, and application of bench research or scholarship to the bedside is a natural, frequent, and important aspect of modern medicine. A large segment of the faculty has joint membership in the Center for Clinical Immunity at Stanford, and many faculty members currently have experimental therapies in clinical trials. Many of the laboratories work with human materials or animal models of human diseases.

CONTACTS David Miklos, MD, PhD Director Assistant Professor of Medicine (Blood & Bone Marrow Transplant) dmiklos@stanford.edu Maureen Panganiban Program Administrator (650) 725-5076 mopan@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students undertaking both a Foundation Area and an Application Area complete six units in each. Students may fulfill the 6 unit requirement by taking any combination of the following courses with approval of the IMM Director. • IMMUNOL 207

Introduction to Applied Computational Tools in Immunology (1-2 units)

• IMMUNOL 209 Translational Immunology (1 unit)

• IMMUNOL 210 Immunology Research Seminars for Medical Students (2 units)

For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/imm/

2014.07.28

IMMUNOLGY APPLICATION SELECT KEY FACULTY

Ash Alizadeh, MD, PhD Assistant Professor, Medicine/Oncology arasha@stanford.edu Catherine Blish, MD, PhD Assistant Professor, Medicine -- Infectious Diseases cblish@stanford.edu Paul Bollyky, MD, PhD Assistant Professor, Medicine -- Infectious Diseases pbollyky@stanford.edu Bryan Burt, MD, PhD Assistant Professor, Pathology bburt@stanford.edu Manish J. Butte, MD, PhD Assistant Professor, Pediatrics – Immunology Mjbutte@stanford.edu Eugene Butcher, MD Professor, Pathology ebutcher@stanford.edu Mark Davis, PhD Professor, Microbiology and Immunology mmdavis@stanford.edu Edgar Engleman, MD Professor, Pathology edgareng@stanford.edu C. Garrison Fathman, MD Professor, Medicine – Immunology and Rheumatology cfathman@stanford.edu Andrew Fire, PhD Pathology afire@stanford.edu Aida Habtezion, MD Assistant Professor, Medicine – Gastroenterology and Hepatology Aida.Habtezion@stanford.edu Mary Han, MD Assistant Professor, Neurology and Neurological Sciences mayhan@stanford.edu Juliana Idoyaga, PhD Assistant Professor, Microbiology & Immunology

Ravi Majeti, MD, PhD Assistant Professor, Medicine -- Hematology rmajeti@stanford.edu Everett Meyer, MD, PhD Assistant Professor, Medicine – Blood & Bone Marrow Transplantation evmeyer@stanford.edu Ronald Levy, MD Professor, Medicine – Oncology levy@stanford.edu David Lewis, MD Professor, Pediatrics -- Immunology dblewis@stanford.edu David Miklos, MD, PhD Assistant Professor, Medicine – Blood & Bone Marrow Transplantation miklos@stanford.edu William Robinson, MD, PhD Associate Professor, Medicine – Immunology and Rheumatology wrobins@stanford.edu Robert Shafer, PhD Associate Professor, Medicine – Infectious Diseases rshafer@stanford.edu Judith Shizuru, MD, PhD Associate Professor, Medicine – Hematology jshizuru@stanford.edu Lawrence Steinman, MD Professor, Neurology steinman@stanford.edu PJ Utz, MD Associate Professor, Medicine – Immunology and Rheumatology pjutz@stanford.edu Irving Weissman, MD Professor, Stem Cell Institute irv@stanford.edu Joseph Wu, MD, PhD Professor, Medicine – Cardiovascular Medicine joewu@stanford.edu

SAMPLE OF RECENT PROJECTS (STUDENT, RESEARCH MENTOR/DEPARTMENT, AND PROJECT TITLES) Lopez Angel, Caesar Davis, Mark STAT dysregulation and CMV infection in human immunosenescence

Greenland, Nancy Galli, Stephen Joseph Role of mast cell- and basophil-associated RabGEF1 in skin inflammation and anaphylaxis

Lee, Joyce Miklos, David H-Y specific B cell recurrence following allogeneic hematopoietic cell transplantation and Rituximab treatment of chronic Graft-vs-Host Disease (cGVHD)

http://med.stanford.edu/imm/

2014.07.28

NEUROSCIENCE, BEHAVIOR, AND COGNITION APPLICATION OVERVIEW

The Neuroscience, Behavior and Cognition (NBC) Application Area promotes investigation in all areas of neuroscience – systems and behavioral, molecular and cellular, developmental, clinical, and computational – to improve care of the patient with neurological and psychiatric disease. This field seeks to understand both neuronal-related disease and the normal functioning of the central nervous system, from individual molecules to the circuits and computational aspects involved in generating behavior. NBC students participate in the exciting progress of understanding the nervous system at any level, from molecular to systems. Students develop an appreciation for the relationship between basic neuroscience and behavioral research, translational research, and clinical research by directly participating in one of these areas. Neuroscience is a field that lends itself to interdisciplinary collaboration, and this emphasis is expanding. The NBC Application Area is supported by the Neuro-Innovation & Translational Neurosciences (SINITN), directed by Gary Steinberg. SINITN is comprised of faculty from 17 basic science and clinical departments, which allows students to pursue research in a broad range of topics. The application of basic science research to the advancement of medicine and improved care of patients with neurological disease is central to SINITN. The approximately 140 faculty members work in all the major areas within neuroscience, including: • systems/behavioral neuroscience • cellular and molecular neuroscience • developmental neuroscience • electrophysiology • plasticity and neurodegenerative disease • translational and clinical research

CONTACTS David Yeomans, PhD Co-Director Associate Professor of Anesthesia dcyeomans@stanford.edu Eric Gross, MD, PhD Co-Director Instructor, Anesthesiology, Perioperative and Pain Medicine ergrss@gmail.com Christina Lum Administrative Co-Coordinator (650) 723-7442 clum1@stanford.edu Yuki Shamoto Administrative Co-Coordinator (650) 723-9896 yshamoto@stanford.edu CORE COURSES

Students must complete 12 total Scholarly Concentration coursework units. Students undertaking both a Foundation Area and an Application Area complete six units in each. NBC students are required to complete: • ANES 215 Journal club course in Neuroscience, Behavior, & Cognition (1 unit) To complete the unit requirement, students should consult with the director about additional graduate-level coursework, which should be selected from one of the following five neuroscience areas: • Systems and Behavior • Molecular and Cellular • Developmental • Clinical • Computational NBC students are encouraged to participate in the annual Stanford Neuroscience Retreat. In addition, NIS sponsors three seminar series annually (Fundamental Themes in Neuroscience, Neurobiology of Disease, and Frontiers in Neuroscience) at which internationally known speakers discuss recent work. For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/nbc/

2014.07.14

NEUROSCIENCE, BEHAVIOR, AND COGNITION APPLICATION SELECT KEY FACULTY

Steinberg, Gary, MD Professor of Neurology and Neurological Sciences steinberg@stanford.edu Barres, Ben, MD Professor of Neurology, Neurological Sciences, and Developmental Biology barres@stanford.edu

Knudsen, Eric, PhD Professor of Neurobiology eknudsen@stanford.edu Yeomans, David, PhD Associate Professor of Anesthesia dcyeomans@stanford.edu Giffard, Rona, MD, PhD Professor of Anesthesia rona.giffard@stanford.edu

EXEMPLETIVE PROJECTS (RESEARCH MENTORS, DEPARTMENTS, AND PROJECT TITLES)

Barres, Ben Neurobiology Characterization of candidate genes for glaucoma in retinal ganglion cells: toward a

novel mechanism

Barres, Ben Neurobiology A role for APP in astrocyte mediated synaptogenesis

Buckmaster, Paul CompMed Axon sprouting in layer II of the entorhinal cortex in temporal lobe epilepsy

Jeng, Michael Pediatric Hematology/Oncology

Do silent infarcts occur in children with SCD who are chronically transfused for stroke?

Knudsen, Eric Neurobiology Effect of bimodal sensory stimulation on adaptive auditory plasticity in adult barn owls

Mackey, Sean Anesthesia Functional MRI neural correlates of duloxetine efficacy in patients with chronic low back pain

Menon, Vinod Psychiatry FMRI Default mode deactivation predicts memory task performance: A comparison study between healthy young and old subjects

Scott, Matthew P Developmental Bio Neurodegeneration and Niemann-Pick C disease: the role of Npc1 in steroidogenesis

Steinberg, Gary Neurosurgery Neural stem cell migration and synapse formation at sites of injury in the cerebral cortex

Tse, Victor Neurosurgery Optical imaging of U87MG glioblastoma multiforme in an orthotopic mouse model

Yeomans, David Anesthesia Changes in expression of voltage gated sodium channels in incisional pain

Yeomans, David Anesthesia The role of nav1.7 channels in the processes of incisional nociception

http://med.stanford.edu/nbc/

2009.04.20

WOMEN’S HEALTH & SEX DIFFERENCES APPLICATION OVERVIEW

The Women’s Health and Sex Differences (WHSD) Application Area addresses a wide scope of sex/gender-based biology and medical topics, with a focus on health issues that are unique, more prevalent or different in women compared to men. Research on differences due to sex (biology) and/or gender (sociocultural influences), and interactions of sex and gender on biology and health outcomes, is encouraged within each foundation and across all applications. WHSD students receive training in a model that integrates biomedical and social science, by way of interdisciplinary, collaborative experiences driven from basic, translational, clinical and population research. This approach transcends the boundaries of medical specialties, in order to provide a more comprehensive understanding of health for all women, and men, and of basic biology, from conception to old age, in both sexes. CONTACTS

Marcia Stefanick, PhD Co-Director Professor of Medicine (Stanford Prevention Research Center) and, Professor of Obstetrics and Gynecology Co-Director, Co-Founder, Stanford WSDM* Center stefanick@stanford.edu Lynn Westphal, MD Co-Director Associate Professor of Obstetrics and Gynecology Co-Director, Co-Founder, Stanford WSDM* Center lynnw@stanford.edu Administrative Coordinator Sonoo Thadaney Managing Director, Stanford WSDM* Center sonoot@stanford.edu Administrative Support Terri Oppelt Preising Program Associate, Stanford WSDM* Center preising@stanford.edu wsdm.stanford.edu * Women and Sex Differences in Medicine

CORE COURSES Students must complete 12 total Scholarly Concentration coursework units. Students undertaking both a Foundation Area and an Application Area complete six units in each. WHSD students select coursework from the following: • MED 240 Sex and Gender in Human Physiology and Disease (2-3 units) • OBGYN 256 Current Controversies in Women’s Health (2-3 units)

• SOMGEN 206 Global Medical Issues Affecting Women (1 unit)

• SOMGEN 230 Human Sexual Diversity in Medical Practice (1-3 units)

• INDE 237 Medical Impact of Sexual and Relationship Abuse Throughout the Life Course (1 unit)

• INDE 298 Women’s Health Independent Project (1 unit)

• Other Medical School courses may qualify with

approval of Course Directors, who are currently developing new WHSD courses for 2014-15

For full descriptions of School of Medicine courses, please visit the online catalog: http://medcatalog.stanford.edu.

http://med.stanford.edu/wh/

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WOMEN’S HEALTH & SEX DIFFERENCES APPLICATION

WOMEN & SEX DIFFERENCES IN MEDICINE CENTER

The Stanford WSDM Center (Health Research on Women and Sex Differences in Medicine) mission:

advancing human health across the lifespan through research and education in women’s health, biology of sex differences, and gender medicine.

Co-directed by WHSD application directors, Stefanick and Westphal, the Stanford WSDM Center serves as the administrative home of the medical school’s WHSD application.

Launched in January 2013, the Center has an extensive network of School of Medicine and Stanford University faculty partners, including an Advisory Board of 25+ faculty leaders who conduct diverse WSDM-related basic, clinical, and population health research, and faculty representatives from every SoM department.

Annual WSDM symposia include: Basic &Translational Research on Sex Differences in specified disciplines (Neuroscience, 2013; Immunology, 2014; Genetics, 2015); the Women’s Health Forum (focused on clinical issues and special topics); and special Fall symposia, e.g. Trans* Health (Fall 2014). See wsdm.stanford.edu

RECENT WH(SD) PROJECTS (STUDENTS MATRICULATED 2010-PRESENT) WHSD projects can be built on any of the current foundations

STUDENT MENTOR MENTOR DEPT STUDENT SC PROJECT TITLE

Al-Rawi, Duaa Westphal, Lynn Ob-Gyn

N/A Transitioning Health: A proposal to Assess and Improve Transgender Healthcare at Stanford by Expanding Medical Education and Introducing a Trans Patient Navigator Program

Hathi, Sejal Baker, Valerie Ob-Gyn

N/A Probing Patient Narratives of Motherhood and Identity: a Combined Retrospective/Prospective Analysis of Primary Ovarian Insufficiency in Women

Henderson, Michael

Tang, Jean (Stefanick, M)

Dermatology (Med-SPRC) HSPR A Prospective Cohort Study of Smoking on Skin Cancer Risk in

Multi-Ethnic Post-Menopausal Women

Lyons, Kenya Shaw, Kate Ob-Gyn N/A Pre-Operative Effects of Mifepristone on Dilation and Evacuation Services During the Second Trimester

Mastey, Namrata Shaw, Kate Ob-Gyn HSPR The implant vs the IUD: Physician counseling biases in Long Acting

Reversible Contraception

Ragavan, Meera Miller, Norman Medicine HSPR Stanford India Health Policy Initiative: Evaluating Barriers to Improving Institutional Delivery Rates in India

Ransohoff, Katherine

Tang, Jean (Stefanick, M)

Dermatology (Med-SPRC) BEMH/CVP Building a gene-environment model of vitamin D status and its risk

with colon and breast cancer risk in the Women's Health Initiative

Reddy, Himabindu Miller, Norman Medicine HSPR/WH Stanford India Health Policy Initiative: Evaluating Barriers to

Improving Institutional Delivery Usage in Uttar Pradesh

Robles, Diana Druzin, Maurice Ob-Gyn CH/CBIO Variations in neonatal transport based on individual and hospital level factors

Schoen, Lucy Westphal, Lynn (Stefanick, M.)

Og-Gyn (Med-SPRC) CR/WH Reproductive Factors and Postmenopausal Cognition as assessed by

Modified Mini-Mental Status (WHI project)

Solomon, Megan

Chen, Bertha (Stefanick, M.)

Ob-Gyn (Med-SPRC) CH Effects of a dietary intervention and weight change on urinary

incontinence symptoms in the Women's Health Initiative

Wang, Ange Wakelee, Heather (Stefanick, M.)

Medicine (Med-SPRC) HSPR Relationship of active, passive, and never-smoking with lung cancer

risk in post-menopausal women, stratified by histological subtype

Winget, Caitlin Lathi, Ruth Bunker Ob-Gyn BENG/WH Weight Loss Effects on Fertility and Pregnancy Outcomes Among

Obese Infertility Patients

http://med.stanford.edu/women/

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